Effects of Two Early Childhood Interventions on the Developmental Outcomes of Children in Post-Earthquake Nepal

Autor/inn/en	Seiden, Jonathan; Kunz, Valeria; Dang, Sara; Sharma, Matrika; Gyawali, Sagar
Titel	Effects of Two Early Childhood Interventions on the Developmental Outcomes of Children in Post-Earthquake Nepal
Quelle	In: Journal on Education in Emergencies, 7 (2021) 1, S.14-53 (40 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-6833
Schlagwörter	Natural Disasters; Resilience (Psychology); Child Development; Infants; Toddlers; Intervention; Comparative Analysis; International Organizations; Parent Participation; Caregiver Child Relationship; Parent Child Relationship; Educational Quality; Educational Improvement; Family Involvement; Foreign Countries; Program Evaluation; Program Effectiveness; Mothers; Home Visits; Health; Family Programs; Preschool Education; Nepal + Suchen Sie Ihr Suchwort? Natural disaster; Naturkatastrophe; Kindesentwicklung; Infant; Toddler; Toddlers; Kleinkind; Infants; International organisation; International organisations; International organization; Internationale Organisation; Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Ausland; Programme evaluation; Programmevaluation; Mother; Mutter; Hausbesuch; Gesundheit; Family program; Familienprogramm; Pre-school education; Vorschulerziehung
Abstract	Natural disasters create immense challenges for young children by exposing them to a high degree of adversity. Interventions designed to build resilience in the aftermath of a natural disaster may help buffer the negative consequences of these adverse experiences. In this article, we report the results of our quasi-experimental evaluations of two interventions designed by Save the Children to improve children's developmental outcomes and parental engagement during a critical period. These interventions provided resources across eco-developmental levels to young survivors of the 2015 earthquake in Nepal's Sindhupalchok district by targeting children's families, teachers, and communities. The first was a caregiver-focused intervention aimed at improving parents' and caregivers' ability to provide early stimulation and responsive, positive caregiving for children ages 0-3; the other was a facilitator-focused intervention at an early childhood development (ECD) center that aimed to improve the quality of learning environments, family engagement, and psychosocial supports for children ages 3-6. We found that the interventions had a mixed impact. The age 0-3 components had no detectable effect on developmental outcomes, whereas the age 3-6 components had a positive impact on children's early learning and development, particularly their pre-academic skills. Neither intervention improved parental engagement. We highlight the challenges of implementing family-focused interventions in emergency contexts and the importance of the delivery agents in ECD programs. Despite the null effects for the 0-3 group, these evaluations demonstrate that bolstering the quality of early learning environments and the skills of ECD facilitators can have a meaningful impact on child-level outcomes, even in postdisaster and emergency settings. (As Provided).
Anmerkungen	Inter-agency Network for Education in Emergencies. 122 East 42nd Street, 14th Floor, New York, NY 10168. e-mail: journal@inee.org; Web site: https://inee.org/evidence/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01